ALONZO M. FLOWERS III, PH.D. EDUCATIONAL LEADERSHIP AND POLICY STUDIES
SHARON NICHOLS, PH.D. EDUCATIONAL PSYCHOLOGY
ANN MARIE RYAN, PH.D. INTERDISCIPLINARY LEARNING AND TEACHING
C. ALEJANDRA ELENES, PH.D. RACE, ETHNICITY, GENDER AND SEXUALITY STUDIES
SOMOS is the annual publication of the College of Education and Human Development at the University of Texas at San Antonio. It is created for students, alumni, faculty, staff and friends of the college. The magazine highlights the achievements, partnerships, and goals of the college.
THE COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT ONE UTSA CIRCLE SAN ANTONIO, TEXAS 78249
EDUCATION@UTSA.EDU WWW.UTSA.EDU/EDUCATION
WE ARE THE FUTURE el
I am delighted to welcome you to the inaugural edition of Somos. As the Dean of the College of Education and Human Development (COEHD), it is a privilege to introduce this platform, which aims to celebrate the achievements, partnerships, and goals of our vibrant academic community.
After receiving numerous magazine title submissions from our faculty and staff, we chose the name Somos, which translates to “we are” in Spanish. This title resonates deeply with us due to its powerful meaning and the optimism it embodies for our future. Somos reflects the diverse aspects of our college. In every story in this magazine, you will see how the title connects to our diverse identities.
In the pages that follow, you will find rich stories that highlight the incredible work being done by our students, faculty, and alumni. From groundbreaking research and innovative partnerships to inspiring personal journeys and community engagement, this magazine seeks to shine a light on the diverse talents and perspectives that make UTSA COEHD truly exceptional.
Our goal with Somos is not only to inform but also to inspire. We hope that through these articles, interviews, and data, you will gain insight into the dynamic environment that fosters creativity, collaboration, and growth within our college, our local community, and beyond. Each issue will serve as a reminder of our commitment to preparing inclusive and transformative educators, clinicians, researchers, and leaders to take on society’s greatest challenges of today and tomorrow.
I would like to extend my gratitude to the dedicated team behind this publication. Their hard work and passion have made this vision a reality, and I am excited to see how Somos will evolve in future editions.
As you read through the first edition, I hope you sense the sincere devotion and passion we have as a college for making a difference in the world. Together, we are shaping the future, and I look forward to celebrating our collective achievements in the pages of Somos
Thank you for being part of the journey,
Mario Torres, Ph.D. President’s Distinguished Professorship Dean, College of Education and Human Development
BRIDGING THE EMPLOYMENT GAP
BRIDGING THE EMPLOYMENT GAP
UTSA and Morgan’s MAC collaborate to support neurodiverse adults in overcoming employment challenges
BY AUDREY GRAY AND KATELYN JUAREZ
In recent years, the conversation surrounding neurodiversity in the workplace has gained momentum, shedding light on the challenges faced by individuals with conditions such as autism, attention-deficit/hyperactivity disorder (ADHD), and intellectual disabilities. Despite possessing valuable skills and motivation, many neurodiverse adults struggle to find meaningful employment. Recognizing this critical issue, UTSA has teamed up with Morgan’s MAC (MultiAssistance Center) and Southern Methodist University (SMU) to launch an innovative program aimed at bridging this employment gap.
The program, titled Employ 210, is an initiative funded by a $9 million grant from the U.S. Department of Education. Over the next five years, this program seeks to address the statistics that show adults with disabilities are significantly underrepresented in the workforce. In 2023, the U.S. Bureau of Labor Statistics reported that adults without disabilities were three times more likely to be employed than their disabled counterparts. The disparity is particularly stark for neurodiverse individuals, with one study indicating that only around half of adults with autism have ever been employed.
Researchers and associate professors John Davis and Leslie Neely from the UTSA Department of Educational Psychology are taking a new approach to bridging this employment gap. The Employ 210 program aims to dismantle these barriers through targeted training and support. Davis and Neely plan to center employer needs in their program design and build job seekers’ capacity to meet workforce demands. The framework underpinning the program is psychological contracting theory, a key concept in organizational psychology that examines unspoken agreements, or “contracts,” between employees and employers.
From left to right: John Davis, Gordon Hartman and Leslie Neely in front of Morgan’s MAC.
PHOTOS BY JOSHUA COOK
Davis, principal investigator of Employ 210, emphasizes that many neurodiverse adults have the potential to thrive in the workplace. “They have the skills and motivation to work, but they face unemployment, underemployment or never enter the workforce at all.”
“This research is extremely beneficial for Morgan’s MAC, especially to our Workforce Inclusion Network (WIN), as we are poised to facilitate and support initiatives that help individuals with disabilities improve their lives through gainful work,” says Gordon Hartman, Visionary and Founder of Morgan’s. “Like most individuals, they want to feel included and part of something. They can and want to work, and our collaboration with Employ 210’s team will aim at bridging that employment gap. We’re just happy to help facilitate that goal and in time provide more people the opportunity and connection for meaningful jobs.”
By fostering a mutual understanding of expectations, Employ 210 aims to ensure that job seekers are wellprepared for the realities of the workforce. Davis explains that the team will define and operationalize employer expectations, using these insights to create training goals tailored to prospective employees.
“This process allows employees to sample multiple jobs and molds the employees’ expectations to align with those of the employers, ensuring a better match,” added Davis.
In addition to aligning expectations, the team will also focus on aligning employee skills to employer needs. The training program will include a number of phases, including exploring available jobs, shadowing and analyzing specific roles to create an “employee blueprint,” training for the role, job placement and follow-up support.
“We are partnering with Adel Alaeddini from SMU to develop generative AI training simulations and continue training until job seekers are prepared for the tasks and interactions the job requires,” explained Neely, co-principal investigator on the project. “We will also collaborate with employers to develop training materials, ensuring our trainees receive the most relevant and in-demand skills.”
Alongside Employ 210, UTSA and Morgan’s MAC co-hosted the 2024 San Antonio Disability Research Forum in June, which showcased a series of impactful studies focused on improving outcomes for individuals with disabilities. Led by Neely, these studies explored various aspects of disability-focused research, including rehabilitation techniques and community engagement.
PHOTOS BY JOSHUA COOK
Davis and Neely collaborate with Morgan’s MAC Ambassadors at the Workforce Inclusion Network.
One pilot study explored a method of rehabilitation that incorporates immersive virtual reality (VR) through a headmounted display. The team consisted of UTSA professors John Quarles, Kevin Desai and Ayda Eghbalian from the UTSA Department of Computer Science; Alberto Cordova from the UTSA Department of Kinesiology; and Madison Rivenburg and Barbara Goldman from locally based TEAMability. After collecting motion data and VR accessibility feedback from patients who have a variety of disabilities, the research team developed personalized, deep learning models with the aim of predicting rehabilitation performance of an individual in real time.
Evaluating inclusion of individuals in the ambassador program at Morgan’s MAC was the focus of the second study presented at the forum. Felicia Castro-Villarreal and Katie Holloway from the UTSA Department of Educational Psychology and Sara Patton and ME Cormier from the Morgan’s MAC Ambassador Program lead the project. Ambassadors are adults with disabilities who volunteer at Morgan’s MAC to foster a welcoming and inclusive culture for the larger community. Using surveys and interviews, the researchers evaluated how the program impacted the Ambassadors themselves, including the efficacy of providing these individuals with job-readiness skills.
The third team, which includes Jaimie Jacobs from TEAMability and Sakiko Oyama and Se-Woong Park from the UTSA Department of Kinesiology looked to address how clinicians and therapists can use technology to capture improvements and comprehensive data of progress in rehabilitation of patients with disabilities. The team of researchers are processing data to understand how technology can quantify the progress in postural stability and walking patterns.
In the final study presented at the research forum, Dr. Robert Sanders from CommuniCare; and Adel Alaeddini, Julian Carvajal and Melissa Galeano from the UTSA Department of Mechanical Engineering discussed their work identifying the need for a patient’s interdisciplinary team to have access to medical reports written in simple, non-technical language. The goal of this study was to leverage language models like OpenAI’s
GPT-4 to automate the summarization and visualization of medical reports.
Morgan’s MAC serves as a vital partner in these initiatives, acting as a central hub that houses over 30 community-based organizations and service providers dedicated to addressing the multifaceted needs of individuals with disabilities. The center utilizes a unique model to provide access to both medical and non-medical resources, enhancing the quality of life for its members.
Building on these collaborative efforts, Sara Patton, director of community and partner engagement for Morgan’s MAC, describes the Employ 210 initiative as a “game-changer” for the community. “By providing targeted training and support, we can bridge the gap between the skills of individuals with disabilities and the needs of employers, creating a more inclusive and equitable workplace.”
Davis and Neely plan to support 320 job seekers over a five-year period. Post-training, they aim to place 40 or more neurodiverse employees in integrated employment opportunities, meeting the recent training and job closure statistics outlined by the Texas Vocational Rehabilitation Project.
The research and training initiatives emerging from this collaboration underscore the significance of creating inclusive environments for neurodiverse individuals. By focusing on employer expectations and aligning them with the skills of job seekers, the Employ 210 program aims to create a pathway to meaningful employment.
The work being done between UTSA, Morgan’s MAC, and SMU exemplifies a proactive approach to tackling the challenges faced by neurodiverse adults. Through innovative training programs, community engagement, and research-driven strategies, these institutions are not only working to close the employment gap but also fostering a culture of inclusion and accessibility that can benefit society as a whole. As they move forward, their efforts serve as a model for other communities seeking to empower individuals with disabilities and to create a more inclusive workplace.
This process allows employees to sample multiple jobs and molds the employees’ expectations to align with those of the employers, ensuring a better match.
A SCHOLARSHIP PRESERVES A LEGACY OF BILINGUAL LEARNING
Dr. Arcadia López devoted her life to transforming education, opening doors for thousands of Spanish-speaking children in San Antonio to lead better lives. Through a commitment to bilingual education, she championed programs that gave students the tools to overcome language barriers and succeed in a system that once excluded them. Dr. López also showed her dedication to education by including UTSA in her estate plans in 2002.
Today, her legacy continues through the Dr. Arcadia López Endowed Scholarship, which supports future educators who share her passion for helping others through bicultural-bilingual education.
Arcadia immigrated to San Antonio from Mexico at the age of three. Growing up in the city’s “barrios” during the 1910’s, she faced significant challenges in a school system that did not always accommodate non-English-speaking students. Unable to understand her teachers, she repeated the first-grade multiple times. These experiences shaped her determination to ensure that other children would not face the same obstacles, ultimately driving her to become an advocate for equal opportunities in education.
Despite these early hardships, Arcadia excelled academically, earning bachelor’s, master’s, and doctoral degrees. She dedicated 46 years to the San Antonio Independent School District (SAISD), including 33 years as a teacher and 13 years as the district’s supervisor and coordinator of bilingual programs. Her efforts came during a critical time when Mexican American students were dropping out of school at alarming rates due to language barriers.
BY JORDAN ALLEN
“She inspired all our family to pursue higher education,” said her great nephew, Paul Rangel. “We knew there was no going backwards. Getting a degree was the bare minimum. Her story motivates us to work hard and to tell our kids and grandkids about her journey, so they understand what’s possible with perseverance.”
recipient
Stephanie Rodriguez, a Bogotá, Colombia native and first-generation graduate student, is pursuing a master’s degree in Bicultural-Bilingual Education along with a certificate in Mexican American Studies and teacher certification, from UTSA’s College of Education and Human Development.
A recipient of the Dr. Arcadia López Endowed Scholarship, she works full-time as an ESL middle school teacher while also serving as a teaching assistant. Her passion for storytelling and advocacy began during her undergraduate studies in Sociology in Colombia, where she launched a project teaching low-income students to share their narratives through film. Now, as an immigrant and Latina activist, she is committed to empowering English Language Learners and fostering cultural understanding.
“Being awarded the Dr. Arcadia López Endowed Scholarship is an honor, and I feel extremely fortunate to be chosen and considered,” shared Stephanie. “My path back to college was not easy, and I faced many obstacles along the way. Still, this opportunity encourages me to continue working with my newcomer students who have just arrived in the U.S. and are trying to find their way in this country.”
Arcadia’s family remains deeply connected to UTSA, with several members graduating from the university and taking pride in the scholarship’s transformative impact.
I hope that this scholarship gives recipients the help they need to succeed in their careers, just as my great-aunt received help when she started hers,” Paul said. “More importantly, I hope it inspires them to give back, to become mentors, and to create the same opportunities for others that Dr. López dedicated her life to providing.
SERVING THOSE WHO SERVED
UTSA Counseling Students Gain Vital Experience at the VA
BY KATELYN JUAREZ
UTSA graduate students in the Clinical Mental Health Counseling program are gaining hands-on experience across San Antonio through the South Texas Veterans Affairs’ Licensed Professional Mental Health Counselor (LPMHC) internship program. In this unique partnership with the U.S. Department of Veterans Affairs (VA), aspiring mental health professionals are honing their skills by providing care and support directly to the men and women who have served our country.
Dr. Emma Mata-Galan, Chief of Psychology at the South Texas Veterans Health Care System, presented Training Director Tanya Workman with the opportunity to submit a proposal to join an existing national VA program through the VA Office of Academic Affiliation (OAA). The proposal made UTSA the first affiliate university partner, creating a win-win opportunity to train aspiring counselors while building a pipeline of talented counselors to serve the veteran community. The internship program began its first training cohort in 2020.
“Our biggest goal for the program is to see our student counselors practice their counseling skills in different spaces and learn in different settings,” Workman explains. “We want to train our student counselors to provide exceptional and ethical evidence-based care to our veteran population, while training them to serve a very unique group.”
Under the supervision of licensed professional counselors like Workman, students gradually take on
We have to maintain trust amongst each other as a team, because we are working with people’s lives
more responsibility with the veterans’ well-being. They begin by working more independently within the treatment setting, then progress to co-facilitation, and eventually leading their own counseling sessions.
“Our students get an abundance of training that they often don’t get at other locations,” explains Gerald Juhnke, Professor and Interim Chair of the UTSA Department of Counseling. “They learn how to effectively counsel veterans, which is a specialized skill set.”
The program’s team-based approach is crucial, not only for the student’s development, but also for maintaining the highest standard of care for veteran patients. Workman emphasizes the importance of fostering collaboration and a supportive environment where students feel safe to learn and grow. “We have to maintain trust amongst each other as a team, because we are working with people’s lives,” she says.
The stipend-based internships also give trainees a head start on their careers, with some of the program’s first cohort of students securing full-time positions at the VA after graduation.
PIVOT TO PASSION
One of those trainees who now works at the South Texas VA is Abigail Steele ‘23. After transitioning from a career as a pastry chef, Steele pursued a Master’s in Clinical Mental Health Counseling at UTSA.
The internship program provided her with invaluable training on the communication styles, computer systems, and protocols of the VA. Working collaboratively with three other interns, Steele gained hands-on experience providing individual and group therapy to veterans, to include leading a unique baking and mindfulness group. “The training program prepared me for the realities of working within the VA,” Steele says.
Steele is now a licensed professional mental health counselor associate at the South Texas VA’s Psychosocial Rehabilitation and Recovery Center under the supervision of Melissa McBee, LPC-S. Steele carries a caseload of 14 veterans and facilitates nine therapy groups per week. “The VA has provided me with so many opportunities to grow and specialize in areas I’m passionate about,” Steele shared. “I count myself as very blessed that I work in this area, and I am amazed every day at the veterans that I get to work with.”
LEGACY OF SERVICE
Payton Bostick ’22, who graduated with a Master’s in Clinical Mental Health Counseling, also trained at the VA then was hired on fulltime. As someone who grew up in a military family, she was immediately drawn to the opportunity and applied to the program after attending an information session.
The internship program provided Bostick with a highly supportive experience as she created close bonds with her cohort. The program equipped her with a deep understanding of the inner workings of mental health services in the military and VA. “Ms. Workman does a really great job of laying down the foundation for different military branches, providing us with different resources within the VA and different didactics,” Bostick says. “So, I’ve honestly had a leg up on everyone else who’s coming to the VA that hasn’t had an internship.”
Transitioning to the VA following graduation was a smooth experience for Bostick. “It was really nice to know what to expect,” she says. “And it was like coming back home, because I already knew everyone and how everything was handled at the VA.”
The trainees not only gain valuable experience but also contribute to improving mental health services, whether they remain at the VA or move into the broader community. As the need for quality mental health support continues to grow among the veteran community, programs like this at UTSA are stepping up to meet the challenge head-on.
Rather than feeling shy or embarrassed about their backgrounds, the students beam with pride, excited to share the beauty of their language and heritage.
DUAL LANGUAGE, DUAL SUCCESS
How a pioneering partnership between UTSA and SAISD is transforming dual language education
BY KATELYN JUAREZ
In bustling classrooms across San Antonio, the sounds of Spanish and English seamlessly intertwine as students engage in lively discussions. This is the reality for hundreds of students participating in a groundbreaking partnership between San Antonio Independent School District (SAISD) and UTSA.
As the first dual language program of its kind in the state, the partnership is funded by a Senate Bill 1882 grant. The Dual Language Community Lab Schools Partnership launched in 2021 as a network of three campuses in SAISD and added a fourth school in 2023. In 2024, two additional buildings were added to accommodate waitlists at two campuses. The six sites have become a model for evolving dual language programs. At the heart of the program is an 80/20 instructional model – 80% of lessons delivered in Spanish and 20% in English. This approach, along with a strong focus on students’ cultural backgrounds, is unlocking remarkable bilingual potential for pre-K through 8th grade students.
The campuses in the partnership include James Bonham Primary, James Bonham Academy, Irving Dual Language Academy, Mark Twain Primary, Mark Twain Dual Language Academy and Charles Graeber Elementary School. The four school leaders of the 1882 Partnership collaborate to share
PHOTOS BY JOSHUA COOK
Pre-K students at Washington Irving Dual Language Academy explore counting though hands-on block activities.
best practices and drive academic achievement through collective expertise. Funding supports professional development for teachers, staff, and leaders, fostering growth and improving instruction. Refined governance and evaluation systems enhance organizational effectiveness, while monthly 1882 Principal Professional Learning Networks and weekly meetings with UTSA directors provide realtime feedback, research discussions, and classroom walk-throughs to keep efforts dynamic and student-focused.
The cultural responsiveness is evident in the classroom, where students eagerly share their family’s culinary traditions or discuss the significance of certain practices in their home. “Rather than feeling shy or embarrassed about their backgrounds, the students beam with pride, excited to share the beauty of their language and heritage,” says Juanita Santos, executive director of the program.
“What sets this partnership apart is the way it elevates the cultural richness and ‘funds of knowledge’ that our emergent bilingual students bring to the classroom,” explains Claudia Cabrera, assistant director of the program. “We’re not just teaching the content – we’re creating an environment where students can thrive as bilingual, bicultural individuals.”
Vibrant murals and artwork across the campuses and communities reflect the celebration of culture. “Our students see themselves reflected in the vibrant displays, which further reinforces the value we place on their identities and experiences,” says Santos. Field trips to the UTSA Downtown Campus provide students with the opportunity to see the richness of San Antonio, what is accessible to them and that college is attainable, especially in their own city.
The partnership’s impact extends far beyond the classroom walls, thanks to the invaluable support and expertise of UTSA. Through ongoing research and professional development, UTSA is helping to document the program’s success and equip educators with the tools to thrive.
“We have professors from various departments, such as counseling and literacy, who are actively engaged in the program,” says Santos. “They’re not only conducting case studies to understand the factors behind our campuses’ high achievement, but they’re also providing teachers with cutting-edge strategies to enhance language development and social-emotional learning.”
Clinical teachers and graduate counseling students also have the opportunity to expand their skills at the campuses and undergo a transformative mentorship experience. “The clinical teachers start by observing and emulating the master mentor teachers, but by the conclusion of their training, the distinction between clinical and mentor teacher becomes indistinguishable due to their refined instructional practices,” says Cabrera. “They’ve undergone a true metamorphosis, fully equipped to lead their own classrooms and implement the dual language strategies with confidence.”
BECOMING THE TEACHER SHE NEEDED
Rocio Miramontes ’24, a first-generation student who recently graduated with her Bachelor of Arts with a concentration in bilingual education, was one of the clinical teachers who had the opportunity to be a part of the partnership.
“Being in this partnership has taught me that you can never really be prepared for what you will encounter in the classroom; however, it has helped me become more equipped to handle lots of types of situations,” Miramontes says.
Immigrating from Mexico to the U.S. in 2006 with her parents inspired Miramontes to be the teacher she wished she had. “Being able to build a classroom community in which my students can feel proud of their native language and embrace their bilingualism is the most rewarding part of my job,” says Miramontes.
THE ACADEMIC ADVANTAGE
The connection between theory and practice is evident in the program’s outcomes. Schools within the partnerships have consistently outperformed their peers in academic achievement, with standout campuses like Twain and Bonham showing impressive attendance rates and student growth.
As the program looks to the future, there have been discussions about possibly expanding the partnership to the high school level one day, ensuring a seamless dual language education pathway. “We’ve developed a strong relationship with SAISD, and the superintendent fully supports our vision of empowering students with bilingualism, biliteracy, academic excellence, cultural appreciation, and global benefits,” says Santos. “Together we’re committed to replicating this model and sharing our best practices with other districts, transforming the educational landscape for bilingual learners nationwide.”
Rocio Miramontes leads an interactive class lesson.
BY THE NUMBERS COEHD
20,351
UNDERGRADUATES
Total Degrees Awarded as of May 2024 Grants Awarded
2023 - 2024
$20,145,076 IN GRANTS ACROSS 34 PROJECTS
$16,332,015 IN FEDERAL GRANTS ACROSS 8 PROJECTS
13,278
GRADUATES
12,739 MASTERS 539 DOCTORAL
TOP THREE GRANTS
WORKFORCE DEVELOPMENT FOR NEURODEVELOPMENTAL DISABILITY (WD-NDD): Employer-Focused Practices to Facilitate Neurodiversity in the Workforce
Lorena Claeys, Belinda Bustos Flores and Heather Trepal
RHETORICAL ENGINEERING EDUCATION TO SUPPORT PROACTIVE EQUITY TEACHING AND OUTCOMES (RESPETO)
$1,619,251
Martha Sidury Christiansen
Experiential Learning Hours
APPLIED BEHAVIORAL ANALYSIS
28 students provided over 48,000 hours of behavior analytics therapy.
SCHOOL PSYCHOLOGY
45 practicum and internship students provided over 33,000 clinical hours of support to communities and schools.
CLINICAL MENTAL HEALTH AND SCHOOL COUNSELING
376 students provided 157,100 hours of counseling services in schools and community settings.
EDUCATIONAL LEADERSHIP AND POLICY STUDIES
Students completed over 4,000 field hours in their schools and districts.
RACE, ETHNICITY, GENDER AND SEXUALITY STUDIES
Students provided 3,200 hours of service in social justice, building archives, conducting oral histories, and serving the community.
Teaching and Professionals
485 students pursuing teaching and professional certifications completed more than 20,000 hours of fieldwork.
ALUMNI DATA
31,233 Total number of COEHD Alumni
27,579 Number of alumni located in Texas
TOP CITIES WITH MOST ALUMNI
TOP 10 STATES OTHER THAN TEXAS WHERE COEHD ALUMNI LIVE & WORK
RHYTHMS OF CULTURE
As a newly appointed faculty member in the Department of Mexican American Studies, Cruz, a classically trained opera singer, found herself on a transformative journey. “If REGSS [Race, Ethnicity, Gender, and Sexuality Studies] had not come along and pushed me or pulled me out of formal music, and into the department of REGSS, I might have remained focused solely on the technical and esthetic aspects of music, limited by the conventional boundaries of performance and composition,” she reflects.
This shift in perspective led Cruz to recognize the deeper significance of music as a living archive, a form of resistance, and a way to express the complex human experiences that reflect the interconnectedness of societal struggles and personal identities. With this newfound understanding, she set out to create an ensemble that would embody these principles.
Cruz’s journey to UTSA began years earlier when she was teaching at Texas A&M International University in Laredo,
How one professor’s passion for music is infusing UTSA with the rhythm of Mexican American culture
When Dr. Rachel Cruz arrived at UTSA in 2020, she had a vision to create a musical ensemble that would not only showcase the rich traditions of Mexican American Music, but also serve as a platform for social change and cultural empowerment.
Texas. There, she had the opportunity to direct the school’s mariachi ensemble, which quickly became an awardwinning group. “The first time I saw those students get up on the stage and win a national championship, my life kind of shifted,” she recalls.
Witnessing the transformative power of music, especially for those students who had never traveled beyond their hometown, had a meaningful impact on Cruz. “It’s one thing to get applause yourself, but being able to do that for 17 other people – that feeling far outweighed the feeling of receiving that applause myself,” she says.
The ensemble at UTSA, MAS Corazón, is an evolution of the San Antonio all-star phenomenon previously known as Mariachi Corazón de San Antonio, led by Cruz. “The name ‘Mas Corazón’ has a double meaning,” Cruz explains. “It represents both the Mexican American Studies (MAS) program and the idea of ‘more heart’ – music that reflects our department’s focus on social change and activism.”
Roy Martinez, political science and MAS music student, sings a song by Vicente Fernandez with Rachel Cruz, director of MAS Corazón, on guitar.
The ensemble’s lineup is equally diverse, with Cruz leading the charge alongside two graduate assistants and occasional guest musicians, including talented mariachi vocalist Roy Martinez. “Sometimes it’s a trio, sometimes it’s a quartet. It depends on who’s available,” says Cruz.
Jose Macias, a Latin Grammy Award-winning Conjunto and Tejano musician with over 20 years of experience in composing, recording and performing, became a key member of the group and a graduate assistant to Cruz. After being introduced to Cruz through a professor and learning about MAS Corazón’s creation, Macias joined the ensemble and began playing his button accordion in an academic setting.
“I used to think my musical skills and knowledge of Conjunto and Tejano music were something I did and practiced on my own time,” says Macias. “MAS Corazón has taught me that I –and the community I come from – are holders and creators of valid and important knowledge.”
Macias holds a Bachelor of Arts in Mexican American Studies from UTSA and is expected to graduate in 2025 with his Master’s certificate in Mexican American Studies. In October 2024, he was appointed Executive Director of the Conjunto Heritage Taller (CHT), a non-profit organization in San Antonio that focuses on the preservation and promoting traditional Conjunto music played on the button accordion and Bajo Sexto.
“I have never taken on such a task, but the knowledge and leadership skills acquired from MAS Corazón have given me the confidence to accept this new role,” Macias adds.
This philosophy has attracted students from a wide range of backgrounds, from computer science to communications. The group’s music is just as diverse, spanning genres from Tejano and conjunto to urban hip-hop.
“I like to tell my students that if you identify as Afro-Latino, Latina, Latinx, Latina, then the music you write is that – it doesn’t matter the style in which you write. If I write it, then it’s Latinx or Latine music because I wrote it and that’s who I am,” Cruz says.
The commitment to inclusivity and cultural representation has been a driving force behind the development of UTSA’s Bachelor of Arts degree with an emphasis in Mexican American music. The degree is unique, as it is the only one offered through a MAS program in the United States.
I have never taken on such a task, but the knowledge and leadership skills acquired from MAS Corazón have given me the confidence to accept this new role.
The program’s impact has been widespread, empowering students to explore their cultural identities through music and providing them with a platform to share their stories.
PHOTOS BY VALERIE BUSTAMANTE JOHNSON
Student Joe Lopez performs during a MAS Corazón rehearsal.
NEXT-GEN EDUCATORS
Preparing the next generation of educators at CAST Teach with UTSA’s guidance
From practicing mini-lessons in elementary schools as freshmen to completing internships with mentor teachers as junior and seniors, CAST Teach students get an up-close look at the realities of the teaching profession. “Our kids are learning to be great speakers, advocates, and all the skills that teachers need, which can be used in a variety of professions,” says Ericka Olivarez, CAST Teach Principal.
In a move to cultivate future educators, Northside Independent School District (NISD) partnered with the Centers for Applied Science and Technology (CAST Schools) and UTSA to launch CAST Teach, a unique high school program dedicated to training the next generation of educators.
At the helm of this innovative endeavor is Principal Olivarez, who has been guiding the school since before its doors opened in 2022. “It’s an honor to be chosen to lead a school like this,” Olivarez says.
A CAST Teach student helps young children play with counting bears.
“Our students and staff are just top-notch, and it’s a privilege to be part of this journey – especially with the guidance and expertise of our partners at UTSA.”
CAST Teach is no ordinary high school. Rather than a traditional curriculum, students engage in a hands-on, immersive experience that prepares them for careers in education. All students from Bexar County are welcome to attend CAST Teach, there are no specific requirements beyond good grades, attendance, and behavior because everyone deserves a chance to explore their passion for teaching.
The CAST Network is comprised of five tuition-free, industryled, career-themed high schools, one middle school, and one pre-k through 12th Academy. This progressive school model provides students with the opportunity to learn by doing and gain real world experience.
UTSA’s College of Education and Human Development has been a crucial collaborator in the development of CAST Teach, providing industry expertise and support every step of the way. “They [UTSA] help with curriculum alignment, offer dual enrollment courses for our students, and even assist us in hiring the best teaching staff,” says Olivarez.
The dual credit opportunity allows CAST Teach students to earn college credits while still in high school, giving them a head start on their higher education journey. “The goal is not to take as many hours as possible,” Olivarez explains. “It’s about the experience, getting comfortable with collegelevel coursework and developing the skills to advocate for themselves – and UTSA has been instrumental in making that happen.”
From the school’s inception, UTSA COEHD has been deeply involved, including being co-designers of the school with leaders from Northside ISD and the CAST Network. Key figures including Dean Mario Torres, Belinda Bustos Flores, Youmna Dbouk, Tiffany Farias-Sokoloski, and Kristen Lindahl continue to provide invaluable guidance and support. “They’ve helped us every step of the way, from designing the school’s mission to advising us on curriculum and hiring,” Olivarez says.
The partnership between UTSA COEHD and CAST Teach is unique in that it prepares future educators but also transforms communities. “On the COEHD side, we are able to engage the future teachers of tomorrow from a very early age, to be reminded of the lived realities of students and teachers, and to collaboratively innovate education systems,” says Lindahl, Associate Dean for Strategic Partnership, Preparation and Growth and professor in the UTSA Department of BiculturalBilingual Studies.
We are able to engage the future teachers of tomorrow from a very early age, to be reminded of the lived realities of students and teachers and to collaboratively innovate education systems.
“In my own interactions with CAST Teach students, teachers and administrators, I am consistently so impressed,” says Lindahl. “I was a judge for their Project Based Learning showcase last spring, and they were amazing. The way that students collaborated to solve real problems of practice in education – such as providing materials and resources for students in need or the impact of screen time on early childhood and elementary school students – showed maturity, understanding and a critical perspective beyond their years.”
As CAST Teach prepares to graduate its first cohort of students in 2026, Olivarez is filled with excitement and a sense of accomplishment. “This first group has been invaluable in providing feedback and helping us refine the program,” she says. “They’ve shown us what works and what needs to be tweaked, and we’re so grateful for their input.”
With its innovative approach, strong community partnerships, and UTSA’s guidance, CAST Teach is poised to become a model for schools across the state and beyond. “We’re leading the way, and it can be stressful at times,” Olivarez acknowledges. “But in the end, I feel so blessed to be part of this endeavor. These students and this staff are truly exceptional, and I can’t wait to see what the future holds –with UTSA by our side.”
ELPS ALUMNI UPDATES
For the past 20 years, the Department of Educational Leadership and Policy Studies (ELPS) has been dedicated to preparing transformational leaders who thrive in challenging educational environments.
BY JUSTINE CANTU
Our faculty BUILD STRONG, COLLABORATIVE RELATIONSHIPS with local and external educational communities, while our alumni continue to lead and inspire change in schools and communities nationwide.
OUR COMMITMENT to excellence, justice-centered education, democracy, and community responsiveness drives our work.
WE ARE DEDICATED to supporting marginalized student populations—including undocumented, LGBTQA+, and differently-abled students—by fostering an inclusive and empowering learning environment.
ADRIAN D. HYSTEN
YEAR GRADUATED FROM UTSA
2015
DEGREE EARNED AT UTSA
M.Ed. Educational Leadership with Principal Certification
CURRENT JOB
Assistant Principal for Jordan Middle School and the Digital Design and Media Magnet (opening Fall 2025 on Jordan MS Campus)
CURRENT PLACE OF RESIDENCE
San Antonio, Texas
ANGELA WATTS
YEAR GRADUATED FROM UTSA
2021
DEGREE EARNED AT UTSA
Ph.D. Educational Leadership and Policy Studies
CURRENT JOB
Director for Student Success, UT Health
San Antonio School of Nursing
CURRENT PLACE OF RESIDENCE
San Antonio, Texas
Dr. Angela Watts, appointed Director for Student Success at UT Health San Antonio in January 2022, leads the School of Nursing Student Success Center. Her team provides comprehensive support services, including academic assistance, leadership development, success coaching, and career readiness programs. In December 2023, Dr. Watts was also appointed as Assistant Professor/ Research. A finalist for NASPA’s 2023 Melvene D. Hardee Dissertation of the Year Award, Dr. Watts has significantly contributed to Student Affairs scholarship through publications and national conference presentations. She has co-authored four grant proposals since 2022, securing over $3.2 million in extramural funding. Notably, Dr. Watts serves as a coPrincipal Investigator on a Department of Education Title V Developing Hispanic Institutions grant awarded in October 2022. Her exceptional work earned her the prestigious 2024 UT Health Presidential Award for Staff Excellence at UT Health San Antonio, recognizing her dedication to student success and academic advancement.
After completing seven years at a Title 1 campus, Adrian Hysten spent two years as the Team Lead for 8th grade Math at Northside ISD’s newest middle school, Straus Middle School. During this time, Hysten was recognized as Educator of the Year at Straus Middle School.
In the summer of 2024, Hysten was promoted to Administrative Intern at Bernal Middle School. Shortly after, he was promoted again to his current role as Assistant Principal at Jordan Middle School.
JENNIFER (ROSAS) MAESTAS
YEARS GRADUATED FROM UTSA
1999, B.A.
2009, M.Ed.
DEGREES EARNED AT UTSA
B.A. Interdisciplinary Studies, M.Ed.
Education Leadership and Policy Studies
CURRENT JOB
Deputy Director, CAST Schools Network
CURRENT PLACE OF RESIDENCE
San Antonio, Texas
Jen Maestas is an experienced educational leader and the current Deputy Director of the CAST Schools Network, where she provides leadership and guidance to team members, assists with managing daily operations, and monitors educational outcomes across multiple campuses. Previously, she served as Program Director at CAST, focusing on post-secondary readiness initiatives and supporting cross-network events. Maestas’s background includes roles as a School Design Consultant, where she coached school leaders and supported instructional design, as well as a school principal in San Antonio ISD, where she began her teaching career in 2000. As a principal, she evaluated teaching practices and provided extensive coaching. Jen is the founder of San Antonio Leaders & Teachers, a nonprofit that fosters professional networking among educators, and hosted the Miss Education podcast, which gained a following of over 20,000 downloads between 2019-2021. Maestas currently serves on the San Antonio Education Commission.
LISA MAY NORTON
YEAR GRADUATED FROM UTSA
2016
DEGREE EARNED AT UTSA
Ph.D. Educational Leadership and Policy Studies
CURRENT JOB
Dean, College of Health Sciences and Education, Misericordia University
CURRENT PLACE OF RESIDENCE
Dallas, Pennsylvania
Since graduating from UTSA with a doctorate in 2016, Dr. Lisa May Norton has experienced a remarkable career journey. She left UTSA in the spring of 2014, where she had served as Director of Recruitment and Retention for the Graduate School for a decade, to take a position as Assistant Dean of the College of Education and Health Professions at the University of Arkansas at Little Rock. After three years in that role, Dr. Norton was selected for a position at Touro University California in Vallejo, where she became Associate Dean of the College of Education and Health Sciences. When the Dean stepped down that year, Dr. Norton was appointed Interim Dean and later applied for the national search for the permanent Dean position, which she was unanimously selected to fill. After serving as Dean at Touro University for eight years, Dr. Norton was chosen as the Dean of Education and Health Sciences at Misericordia University in Northeastern Pennsylvania, starting in the fall of 2024.
RYAN SPROTT
YEAR GRADUATED FROM UTSA
2016
DEGREE EARNED AT UTSA
Ph.D. Educational Leadership and Policy Studies
CURRENT JOB Director of National Faculty at PBLWorks
CURRENT PLACE OF RESIDENCE
San Antonio, Texas
YEARS GRADUATED FROM UTSA
2001, B.A.
2003, M.A.
2015, Ph.D.
DEGREES EARNED AT UTSA
Ph.D. Educational Leadership
CURRENT JOB Assistant Superintendent of Curriculum and Instruction in Pleasanton Independent School District
CURRENT PLACE OF RESIDENCE
San Antonio, Texas
After graduating from the ELPS program at UTSA, Dr. Ryan Sprott joined The Buck Institute for Education (dba PBLWorks) as a member of their National Faculty where he served as a facilitator of their renowned professional learning offerings for educators. In his current role as Director of National Faculty, he leads the organizational strategy to deploy the highest quality facilitation for PBLWorks professional services across the globe. As a long-time Texas educator, Dr. Sprott has striven to extend learning beyond the classroom walls so that students and teachers may develop greater capacities for critical thinking, empathy, and global competence. This approach is showcased in his recent book, Teaching Contentious Topics in a Divided Nation: A Memoir and Primer for Pedagogical Transformation, which shares strategies on how schools can explore important and challenging topics with nuance and compassion.
Dr. Venus Vela serves as Assistant Superintendent of Curriculum & Instruction. She oversees the planning, development, implementation and evaluation of the school district’s instructional programs. Dr. Vela has over twenty years of experience in education. Her past experiences include working in a large, urban school district as a teacher, curriculum instructional coordinator, assistant principal and principal. In addition, she has served as director of elementary and multilingual education.
VENUS VELA
Alumni IN THE FIELD
Seeing a child try something new or make a friend – that’s what makes it all worth it.
BRINGING BEHAVIOR ANALYSIS TO MEXICO
Roberta Carrillo’s journey from Mexico to UTSA and back inspired her independent BCBA practice in Monterrey, Mexico
Roberta Carrillo ‘23 experiences a whirlwind of activity as she moves between the homes of the eight children she serves as a Board Certified Behavior Analysts (BCBA). With a sharp eye for detail, a wealth of specialized knowledge, and a genuine warmth that helps put her young clients at ease, Carrillo adapts to each child’s needs. In one home she observes a child’s behavior, carefully taking notes; in another, she guides a child through skill-building exercises, offering encouragement and praise along the way.
Her passion for helping children with autism and developmental disabilities has taken her on an inspiring journey from her hometown of Monterrey, Mexico, to the University of Texas at San Antonio (UTSA), and back again. As one of less than 10 BCBAs in Mexico, Carrillo is making a profound impact on the lives of the families she serves through her independent practice.
Professionals in the field of applied behavior analysis work predominately with individuals who have autism and developmental disabilities, using the science of human behavior to increase quality of life in areas such as communication, behavior and social skills.
Carrillo’s path to becoming a BCBA began during her studies in School Psychology at the Universidad de Monterrey. Seeking hands-on experience, she found an opportunity at the Bloom Children’s Center, an applied behavior analysis (ABA) therapy clinic in her hometown. “I didn’t even know what ABA was,” Carrillo recalls, “but I was just so amazed by the growth of the kids. I need to look more into this.”
Intrigued by the transformative power of ABA, Carrillo set out to research the field and the steps required to become a BCBA. However, she quickly discovered a significant challenge – there was no ABA program in Mexico. Undeterred, Carrillo turned her sights to the United States, where ABA therapy is more widely recognized and accessible.
After carefully evaluating various universities to pursue a master’s degree in ABA, Carrillo found her perfect fit at UTSA. “I need a university that was going to support me as an international student,” she explains. “UTSA had a comprehensive program and strong support system, which was crucial for my success.”
At UTSA, Carrillo thrived not only in her coursework but also through the opportunities provided by the university’s clinic
and research initiatives. Serving as a graduate research assistant under Marie Kirkpatrick, assistant professor in the UTSA Department of Educational Psychology, she received a scholarship that helped fund her studies. Carrillo was able to contribute to projects like Project PLAAY, an early behavioral intervention ABA program, while waiting for her work permit to be approved. “The support I received from the faculty, especially Dr. Leslie Neely and Dr. Marie Kirkpatrick, was invaluable,” Carrillo said. “Dr. Hannah MacNaul provided me with a lot of experience working with children and teens with challenging and severe challenging behavior, and she helped me feel more confident when working with these clients.”
Upon graduating, Carrillo was offered a job as a special research associate at UTSA, where she spent a year helping to train special education teachers and organize community outreach programs. However, her heart was set on returning to Monterrey to make a difference in her home country.
“In Mexico, ABA therapy is not as well-known or accessible as it is in the U.S.,” Carrillo explains. “Parents often try multiple therapies before finding ABA, and it can be a real challenge for them to navigate the system.” Determined to change that, Carrillo embarked on her next chapter as an independent BCBA, providing in-home therapy to families in Monterrey.
Carrillo’s work is not without its challenges. Starting with new clients can be nerve-wracking, and finding the right assistant to support her growing caseload has proven difficult. But the rewards far outweigh the obstacles. “The most fulfilling moments are when I see the kids making progress and the parents feeling so happy,” she says. “Seeing a child try something new or make a friend – that’s what makes it all worth it.”
One of Carrillo’s most cherished experiences was her involvements in Camp Durango, a free summer day camp organized by UTSA for children and youth with autism and for their siblings. “It was amazing to see the kids playing and learning together, and the parents were just so grateful,” she recalls. “I still miss it so much.”
As Carrillo continues to build her independent practice, she remains connected to UTSA through social media and communication with her former professors and colleagues. “They were such an integral part of my journey, and I’m grateful for the support and opportunities they provided,” she says.
In her personal life, Carrillo is a self-proclaimed “hobby enthusiast” with a passion for boxing that helps her manage the stresses of her work. “I’m always trying new things, but I struggle to stick with them,” she laughs. “But boxing has been a great outlet for me.”
Looking back on her path, Carrillo offers a piece of advice to her younger self: “Don’t stress too much about the future. Enjoy the present and let things unfold naturally.”
Roberta Carrillo celebrated her graduation with her family.”
Professor of Discourse and Literacy Studies in the UTSA Department of Interdisciplinary Learning and Teaching, with a joint appointment in the Department of Educational Psychology has spent over 45 years advocating for research at UTSA and internationally, and she is not done yet.
EMPOWERING RESEARCH VOICES
BY KATELYN JUAREZ
PHOTO BY JOSHUA COOK
DR. ROSALIND HOROWITZ,
What is a research project you are most proud of?
The completion of The Routledge International Handbook of Research on Writing in 2023 was a major project that required seven years of compiling research with eminent scholars from across the globe. As editor, I prepared a 604-page volume with 35 chapters and contributions from 77 researchers, spanning many years of collaboration. The chapter on “Transforming Speech into Writing: Constructing a voice and identity in academic world writing” reviews a history of writing research and its more recent growth. It is a summary of theoretical papers and studies that I have conducted for near 50 years, dating back to graduate school at the University of Minnesota. I note no single work makes headway and propels change alone but, as this volume demonstrates, it is a given work in relation to a field of study and other published works that advances human knowledge and ultimately leads to scientifically reliable practices. This book does just that.
Why is research a passion of yours?
My passion is based upon the fact that universities are unique institutions. We are different from industry, businesses, corporations and other entities. How are we different? I have thought a great deal about this, our unique contributions these last few years, when the notion of the university as an ivory tower separated from the world at-large is no longer holding ground. We are unique because we are driven to knowledge-building in social-contexts that are rapidly advancing and face substantial obstacles and unimagined challenges. We seek to advance the lives of humanity across the world. Whatever race, religion, culture, language, community people are coming from, we are striving to develop new knowledge that will make life better for all. As a Hispanic Serving Institution (HSI) we can take the lead particularly in research that showcases and helps Hispanic communities thrive.
What advice would you give to the next generation of researchers?
Students are often a little afraid, respond with trepidation, when you use the word Research. They think of scientists isolated in a laboratory. Research can be a small project or large, based on a theoretical concept. It can be a case study of the development of one child in an area of learning needing investigation, which could be monitored, recorded, analyzed, and provide ideas for huge data-based studies across the nation. So, for the next generation, we have
to encourage students not to be afraid of research, not to avoid it, acquire new methodologies, and to take steps in practicing research design with mentor scholar-teachers. I encourage students to seek out an apprenticeship with a faculty member conducting significant research.
How do you believe research education can be improved to better prepare students for real-world challenges?
Research needs to be taught and used at the undergraduate, graduate, and postdoctoral levels. We have to pay attention to studies that are paramount and provocative. Historical studies can be significant. Research pushes us to rethink, relearn, and reexamine what we have been told or seen, and the learning that comes from studies helps students identify as researchbased learners and helps one see many venues for pursuing lifelong learning. We need to respect individual differences in our students and the ways they learn and develop. The College of Education and Human Development is not only about teacher training for the classroom, but also about spreading teaching and learning in different occupations as well, and helps our students become creators of new information in medicine, law, and areas like neurobiology, psychology, engineering, business and economics.
As the founder of the Annual COEHD Research Colloquium, what inspired you to create this event?
When I first arrived at UTSA in August 1981, there was no structure for research, but now we have so much going on and it has been a joy to see the growth of what is truly a world-class institution with tremendous potential. I want to give students a practice-trial, through our Colloquium, at presenting and developing confidence, which takes many years-- before you feel comfortable and not scared ‘out of your wits’ to present in front of groups. Many of our students have never been to a research conference, so they do not know what to expect. We are hoping that the 17th COEHD Research Colloquium, on February 25, 2025, will give them some kind of grounding of what it is like and why listening to or presenting research can be a lot of fun. Truly energizing. The advantage is that when you present a study, you obtain feedback from others that can strengthen your research, and it builds confidence that will lead to other conference presentations – and publications. Finally, we at UTSA are composed of outstanding faculty scholars whom students may model themselves after for future research development.
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GIVING
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The College is a model of innovative teaching practices. Your gift today helps shape transformative educators, clinicians, researchers, and leaders who are prepared to take on the challenges of today and tomorrow.
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